Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability
Item
Title
Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability
Abstract/Description
This research examines how engaging teachers in collaboratively constructing situated assessments enhances teacher professional development, fosters meaningful shifts to practice, and supports productive conceptions of accountability. We conducted case studies of six teachers engaged as partners in investigating new approaches to assessing and fostering literacy. Findings suggested that supporting teachers to generate, interpret, and act upon assessment data within instructional change cycles assisted them in monitoring student performance, grounding instructional decisions in data, and enacting changes to practice. We also document how collaboratively constructing assessments with teachers supported conceptions of accountability considered meaningful by individuals adopting differing socio-political perspectives.
Author/creator
Date
In publication
Volume
24
Issue
3
Pages
725-750
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Keywords
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0742-051X
Citation
Schnellert, L. M., Butler, D. L., & Higginson, S. K. (2008). Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability. Teaching and Teacher Education, 24(3), 725–750. https://doi.org/10.1016/j.tate.2007.04.001
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